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Sequence 4understand anything in the real world, to help the child to understand anything in the real world, means that we cannot limit… |
Sequence 1IMPLEMENTING THE MONTESSORI HIGH SCHOOL SYNTHESIZING CURRICULUM: A BEGINNING APPROACH by David Kahn and Regina Feldman In… |
Sequence 4often accompanies discipline-based scheduling. Jn the MHS field of study, there should ideally be no division between… |
Sequence 5unit preparation and guidance of the students, each specialist em- bodying a respective "disciplinary lens."… |
Sequence 10The better the connection to all the institutions of University Circle through different pursuits of the disciplines, the more… |
Sequence 11Adolescents are naturally reflective and introspective, and as they become older they want to consciously direct their self-… |
Sequence 2REVOLUTIONS IN CURRICULUM: TENTH GRADE AS A TURNING POINT AND A CHALLENGE AT MONTESSORI HIGH SCHOOL Regina M. Feldman… |
Sequence 3MONTESSORl'S CONCEPTION OF EDUCATION FOR ADOLESCENCE The chief symptom of adolescence is a state of expectation, a… |
Sequence 4Education for the adolescent thus needs to be holistic, just as it needs to be for earlier stages of development, and at the… |
Sequence 6more complex and hence more complete understanding of the neighborhood over time. Why, they asked, do we study one and the… |
Sequence 8This reconfiguration of the humanities program made good sense from a general perspective, given what we had observed in the… |
Sequence 10The Eleven/Twelve Classroom The older adolescent, more secure in herself, is more comfortable with varying work settings. She… |
Sequence 11In the nine/ten mixed classroom, the short-term solution to meeting the needs of both groups is differentiation in work and… |
Sequence 12ready. importantly, the tenth grader is also asked to commit to a cause beyond her individual needs (those being the primary… |
Sequence 13In addition, closer partnership with local middle schools offers a path to develop an aspect of the high school that is at… |
Sequence 14connections, as experiences of shared humanjty. These moments carve deeply into our emotional land- scape; they take hold of… |
Sequence 15and reflective piece of writing, in combination with other measures such as greater reflection in the faculty on processing of… |
Sequence 16EDUCATION AND PEACE RECONSIDERED Rereading Education and Peace [in March of 2011] with the junior class as part of a study of… |
Sequence 18Montessori's path for a science of peace is clear and radical and so optimistic that the junior class is doubtful it can… |
Sequence 20APPENDIX 1: COLONIAL AMERICA PROJECT DIRECTIONS, SPRING 2010 Colonial America Project As we are changing perspectives from an… |
Sequence 4164 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 of the discipline is its ultimate purpose; it is that which serves as a… |
Sequence 10170 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 In the early high school years, the students study the epistolary novel… |
Sequence 11171 Henke • Toward the Ultimate Goal of Peace their own. By studying another culture, students begin to question what is… |
Sequence 13173 Henke • Toward the Ultimate Goal of Peace covering the organizing principles of the universe, the sciences also open up… |
Sequence 19179 Henke • Toward the Ultimate Goal of Peace Through this discussion, the students saw that despite the poten- tialities… |
Sequence 25185 Henke • Toward the Ultimate Goal of Peace Both of these definitions of “great work” apply universally because they are… |
Sequence 26186 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 but an institution that directly affects the way future generations… |
Sequence 654 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Montessori is our oxygen and the International Baccalaureate (IB) and… |
Sequence 856 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 order to participate in society in ways according to their talents, gifts… |
Sequence 1058 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 are lovers of knowledge, and how they continue to grow. The more adults… |
Sequence 1260 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 fer larger projects and individualize learning because students have… |
Sequence 1361 Doerr, Good, and Waski • The Water Molecule years, neuroscientists have discovered that a teenager ’s brain is different… |
Sequence 1563 Doerr, Good, and Waski • The Water Molecule reactions are often not helpful to the individual or to the group. So the… |
Sequence 1664 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 important to the student as an individual. A relatively new emphasis on… |
Sequence 1765 Doerr, Good, and Waski • The Water Molecule “cookie cutter,” and performances in the music course are created and… |
Sequence 1967 Doerr, Good, and Waski • The Water Molecule Adolescents, especially late adolescents on the verge of adulthood, are more… |
Sequence 2068 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 A third program unique to the IB DP is the Theory of Knowl- edge class,… |
Sequence 2270 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 more reason for having Montessori high schools use assessments that are… |
Sequence 2371 Doerr, Good, and Waski • The Water Molecule Educator William Pinar writes often about the role of study in education.… |
Sequence 2472 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 institute of music and spends some time with their unique library. Dance… |
Sequence 2573 Doerr, Good, and Waski • The Water Molecule study in the prepared environment would be based on economic and social… |
Sequence 2674 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 basic sort. How does it function as an ecosystem? From where does its… |
Sequence 207CLASSIFIEDS California BRIGHT ST AR MONTESSORI SCHOOL may be seeking one pri- mary, one elementary and one middle school… |
Sequence 231understand anything in the real world, to help the child to understand anything in the real world, means that we cannot limit… |
Sequence 247IMPLEMENTING THE MONTESSORI HIGH SCHOOL SYNTHESIZING CURRICULUM: A BEGINNING APPROACH by David Kahn and Regina Feldman In… |
Sequence 250often accompanies discipline-based scheduling. Jn the MHS field of study, there should ideally be no division between… |
Sequence 251unit preparation and guidance of the students, each specialist em- bodying a respective "disciplinary lens."… |
Sequence 256The better the connection to all the institutions of University Circle through different pursuits of the disciplines, the more… |
Sequence 350Adolescents are naturally reflective and introspective, and as they become older they want to consciously direct their self-… |
Sequence 278in the nation. The Montessori High School at University Circle (eighty to one hundred students ages 15- 18 and eighteen… |
Sequence 323REVOLUTIONS IN CURRICULUM: TENTH GRADE AS A TURNING POINT AND A CHALLENGE AT MONTESSORI HIGH SCHOOL Regina M. Feldman… |
Sequence 324MONTESSORl'S CONCEPTION OF EDUCATION FOR ADOLESCENCE The chief symptom of adolescence is a state of expectation, a… |
Sequence 325Education for the adolescent thus needs to be holistic, just as it needs to be for earlier stages of development, and at the… |
Sequence 327more complex and hence more complete understanding of the neighborhood over time. Why, they asked, do we study one and the… |
Sequence 329This reconfiguration of the humanities program made good sense from a general perspective, given what we had observed in the… |
Sequence 331The Eleven/Twelve Classroom The older adolescent, more secure in herself, is more comfortable with varying work settings. She… |
Sequence 332In the nine/ten mixed classroom, the short-term solution to meeting the needs of both groups is differentiation in work and… |
Sequence 333ready. importantly, the tenth grader is also asked to commit to a cause beyond her individual needs (those being the primary… |
Sequence 334In addition, closer partnership with local middle schools offers a path to develop an aspect of the high school that is at… |
Sequence 335connections, as experiences of shared humanjty. These moments carve deeply into our emotional land- scape; they take hold of… |
Sequence 336and reflective piece of writing, in combination with other measures such as greater reflection in the faculty on processing of… |
Sequence 337EDUCATION AND PEACE RECONSIDERED Rereading Education and Peace [in March of 2011] with the junior class as part of a study of… |
Sequence 339Montessori's path for a science of peace is clear and radical and so optimistic that the junior class is doubtful it can… |
Sequence 341APPENDIX 1: COLONIAL AMERICA PROJECT DIRECTIONS, SPRING 2010 Colonial America Project As we are changing perspectives from an… |
Sequence 170164 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 of the discipline is its ultimate purpose; it is that which serves as a… |
Sequence 176170 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 In the early high school years, the students study the epistolary novel… |
Sequence 177171 Henke • Toward the Ultimate Goal of Peace their own. By studying another culture, students begin to question what is… |
Sequence 179173 Henke • Toward the Ultimate Goal of Peace covering the organizing principles of the universe, the sciences also open up… |
Sequence 185179 Henke • Toward the Ultimate Goal of Peace Through this discussion, the students saw that despite the poten- tialities… |
Sequence 191185 Henke • Toward the Ultimate Goal of Peace Both of these definitions of “great work” apply universally because they are… |
Sequence 192186 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 but an institution that directly affects the way future generations… |
Sequence 6054 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Montessori is our oxygen and the International Baccalaureate (IB) and… |
Sequence 6256 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 order to participate in society in ways according to their talents, gifts… |
Sequence 6458 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 are lovers of knowledge, and how they continue to grow. The more adults… |
Sequence 6660 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 fer larger projects and individualize learning because students have… |
Sequence 6761 Doerr, Good, and Waski • The Water Molecule years, neuroscientists have discovered that a teenager ’s brain is different… |
Sequence 6963 Doerr, Good, and Waski • The Water Molecule reactions are often not helpful to the individual or to the group. So the… |
Sequence 7064 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 important to the student as an individual. A relatively new emphasis on… |
Sequence 7165 Doerr, Good, and Waski • The Water Molecule “cookie cutter,” and performances in the music course are created and… |
Sequence 7367 Doerr, Good, and Waski • The Water Molecule Adolescents, especially late adolescents on the verge of adulthood, are more… |
Sequence 7468 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 A third program unique to the IB DP is the Theory of Knowl- edge class,… |
Sequence 7670 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 more reason for having Montessori high schools use assessments that are… |
Sequence 7771 Doerr, Good, and Waski • The Water Molecule Educator William Pinar writes often about the role of study in education.… |
Sequence 7872 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 institute of music and spends some time with their unique library. Dance… |
Sequence 7973 Doerr, Good, and Waski • The Water Molecule study in the prepared environment would be based on economic and social… |
Sequence 8074 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 basic sort. How does it function as an ecosystem? From where does its… |